From “Reading” Math to “Doing” Math: A New Direction in Non-visual Math Accessibility

Alajarmeh, Nancy; Pontelli, Enrico; Son, Tran Cao

doi:10.1007/978-3-642-21657-2_54

Cited by 7 publications

(2 citation statements)

References 6 publications

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“…The ability to mark individual algebraic terms and to return to marked positions has also been implemented (Flores & Archambault, 2014). More extensive support for performing operations on algebraic expressions has been suggested in a somewhat ill-defined proposal by Alajarmeh et al, 2011. However, the efficacy of these strategies and their consequences for the cognitive load encountered in mathematical problem solving remain poorly understood from either an empirical or a theoretical point of view. 7 Nor have such proposals been developed further in any of the assistive technologies or Web-based applications that enjoy widespread use.…”

Section: Commentary and Prospectsmentioning

confidence: 99%

The Accessibility of Mathematical Notation on the Web and Beyond

White¹

2020

JSESD

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This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.

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Section: Commentary and Prospectsmentioning

confidence: 99%

The Accessibility of Mathematical Notation on the Web and Beyond

White¹

2020

JSESD

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“…Although digital text holds much promise for students with visual impairments, not all content is equal (Power & Jürgensen, 2010). In other words, while it might be relatively easy to provide a digital version of a language arts or social studies textbook, it can be more challenging for mathematics, which is considered a visual language (Alajarmeh, Pontelli, & Son, 2011). Mathematics textbooks include not just the English language in the narrative text but also mathematical language, and as the level of mathematics increases-such as with algebra-the complexity of the mathematics and the mathematical language also increases.…”

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confidence: 99%

Reading Math: A Comparison of Reading and Listening to Algebraic Problems

Bouck

Weng

2014

J Spec Educ Technol

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Digital text is being used in elementary and secondary education for students with and without disabilities, but without much consideration as to its impact on student outcomes. This single-subject alternating treatment design sought to understand how the performance of three secondary students with visual impairments was impacted by accessing algebra via a digital textbook in comparison to accessing it via a traditional textbook. The main findings of this study suggested that (a) students tended to solve the algebra equations better when they were presented via their traditional textbook; (b) task completion was longer for all three students when using the digital textbook, although the amount of time differed across students; and (c) two of the three students preferred their traditional textbook and one preferred the digital textbook. The results hold implications for the implementation of digital text in mathematics for students with disabilities and suggest that continued research is needed.

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